Special right angle triangle

1. You can use a protractor, compass, or ruler to construct 5 different right-angle triangles
A,B,C,D,E with these specifications:
a. Each triangle has angles of 45-45-90 degrees.
b. The length of one of the sides of triangles A, B, C, D, and E is 2 cm,3 cm, 6 cm, 7
cm, and 10 cm respectively.
c. Measure the length of the other sides of each triangle and record it in the table
below.

Triangle Side a Side b Side c (the The ratio of sides a:b:c

longest side)
a b c

A 1

2. Can you find patterns in the ratios of the sides of the triangles? Write down the pattern using
sentences and numbers.
3. Can you use the pattern you wrote on task #2 to figure out the missing sides of these
right-angle triangles? Give your explanation of how you use your pattern to find the missing
length.

a.

b.

c.
4. Making Maths: Clinometer
You will need:
a. A printed protractor with a small hole in the center spot.
b. A 25 cm by 15 cm paper board to back the protractor.
c. 30 cm of string or strong cotton.
d. Weight - such as a metal nut, paper clips, or a small piece of clay.
e. Glue and Scissors.
f. A straw.

Directions:
● You will be given a printed protractor. Cut out the copy of the protractor.
● Get a piece of poster board or an empty box. Stick the paper protractor on top of the
card and cut the joined pieces.
● Get the straw and tape it to the straight edge of the protractor that you made above.
● With your pen or pencil, poke a hole through the center of the protractor where it meets
the straw. Push the string through the hole and tie a large knot on the other side so it
won't pull through.
● Tie your weight to the other end of the string.

5. Testing the clinometer

You will need two people: one to look through the straw and see the top of an object and one to
read the degrees that the string makes with the protractor.

A. Collecting data to calculate the height of the swing’s top bar next to the ground using
your clinometer.
 i) You will need two people to gather the data: one to look through the straw and see the
top of an object and one to read the degrees that the string makes with the protractor.
ii) Look through the straw and find the top of the tree.
iii) Ask your friend to read the angle being recorded on the clinometer. This is read where
the string or cotton is touching the protractor.
iv) Keep moving back (or forward if you've gone too far) until you have the clinometer angle
measuring 45 degrees.
v) Measure the distance between where you are standing and the base of the tree.
vi) Measure the distance from your eyes to the ground (this is where your partner is
indispensable!)
vii) Record your findings.

B. Analyze your data

i) Draw a sketch of your position to the height to the swing’s top bar on the space provided
below. Include all measurements that you gathered from task #4.A.
ii) Use your conclusion on task #2.A and the sketch you made on task #5.B to find the
height of the swing’s top bar. Write down the height of the bar.

iii) Explain the reasons why you can use the conclusion you had on task #2 to determine
the height of the bar.

iv) What is the actual height of the swing bar? How can you find it?

v) What is the difference of the height of the swing’s top bar on your findings on task #5.B.ii
and task #5.B.iv? Express this difference as a percentage of the actual height of the bar.

vi) Is your finding on the height of the swing’s top bar using the clinometer accurate? Give a
reason by commenting on the percentage you found on task #5B part v. How can you
improve the accuracy?
6. Collect data, draw a sketch, and hence find the height of the tower in our school.

A. Draw all sketches on a grid paper provided.

B. How can you prove that your findings are accurate?
C. How can you improve your method to gain more accuracy?
7. Write a report.

Write a report on how you can find the height of one of the school's towers using a Clinometer.
You can lay out your report in this manner:
A. Describe the problem and the objective of the project.
B. Describe how you start the project by investigating one of the properties of the triangle.
Include tables, diagrams, and workings.
C. Write down the pattern you found on the ratios from the sides.
D. Write down the conclusion you found from the investigation and how the ratio can work
on other similar triangles.
E. Describe how you can use a clinometer to find the height of tall building. Show all your
work and sketching.
F. Describe how did you find the height of the tower at MIS using a clinometer and other
measuring tools. Show all your workings, diagrams, and sketches.
G. Write down the percentage of the difference in the height of the tower to the actual
height and explain how you can improve this percentage so you can have a more
accurate result.

You must write a minimum 500-word report. Also, include all the tables and the picture of the
clinometer you made from tasks #1-6.
 Indirect measurement of the height of the tower

Criterion B: Investigating Pattern

Maximum: 8
At the end of year 1, students should be able to:
i. apply mathematical problem-solving techniques to recognize patterns
ii. describe patterns as relationships or general rules consistent with correct findings
iii. verify whether the pattern works for other examples.

Achievem Level descriptor (MYP 1) Task specific descriptor

ent level

0 The student does not reach a standard described by any of the

descriptors below.

1-2 The student is able to: Assessed by:

i. apply, with teacher support, mathematical problem-solving i. Tasks #1,2,3,5,6
techniques to recognize simple patterns Ii. Tasks #2,3, 5.B.i-iii
ii. state predictions consistent with simple patterns.

3-4 The student is able to: Assessed by:

i. apply mathematical problem-solving techniques to recognize i. Tasks #1,2,3,5,6
patterns Ii. Tasks #2,3, 5.B.i-iii
ii. suggest how these patterns work.

5-6 The student is able to: Assessed by:

i. apply mathematical problem-solving techniques to recognize i. Tasks #1,2,3,5,6
patterns Ii. Tasks #2,3, 5.B.i-iii
ii. suggest relationships or general rules consistent with iii. Tasks #6
findings
iii. verify whether patterns work for another example.

7-8 The student is able to: Assessed by:

i. select and apply mathematical problem-solving techniques to i. Tasks #1,2,3,5,6
recognize correct patterns Ii. Tasks #2,3, 5.B.i-iii
ii. describe patterns as relationships or general rules consistent iii. Tasks #6
with correct findings
iii. verify whether patterns work for other examples.

Note: A task that does not allow students to select a problem-solving technique is too guided and should result
in students earning a maximum achievement level of 6 (for years 1 and 2).
Criterion C: Communicating
Maximum: 8
At the end of year 1, students should be able to:
i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written
explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete, coherent and concise mathematical lines of reasoning
v. organize information using a logical structure.

Achievement Level descriptor (MYP 1) Task specific descriptor

level

0 The student does not reach a standard described by any of the

descriptors below.

1-2 The student is able to: Assessed by:

i. use limited mathematical language
ii. use limited forms of mathematical representation to present i. Tasks #2, 3, 5B.i, 5B.v, 6.
information ii. Tasks #1, 2, 7C, 5B.i 6
iii. communicate through lines of reasoning that are difficult to Iii. Tasks 5B.iii, 5B, vi, 6B,C
understand. Tasks 7 (well structured report)

3-4 The student is able to: Assessed by:

i. use some appropriate mathematical language
ii. use different forms of mathematical representation to present i. Tasks #2, 3, 5B.i, 5B.v, 6.
information adequately ii. Tasks #1, 2, 7C, 5B.i 6
iii. communicate through lines of reasoning that are able to be Iii. Tasks 5B.iii, 5B, vi, 6B,C
understood, although these are not always coherent Iv. Tasks 7 (well structured report)
iv. adequately organize information using a logical structure.

5-6 The student is able to: Assessed by:

i. usually use appropriate mathematical language
ii. usually use different forms of mathematical representation to i. Tasks #2, 3, 5B.i, 5B.v, 6.
present information correctly ii. Tasks #1, 2, 7C, 5B.i 6
iii. communicate through lines of reasoning that are usually Iii. Tasks 5B.iii, 5B, vi, 6B,C
coherent Iv. Tasks 7 (well structured report)
iv. present work that is usually organized using a logical
structure.

7-8 The student is able to: Assessed by:

i. consistently use appropriate mathematical language
ii. consistently use different forms of mathematical representation i. Tasks #2, 3, 5B.i, 5B.v, 6.
to present information correctly ii. Tasks #1, 2, 7C, 5B.i 6
iii. communicate clearly through coherent lines of reasoning Iii. Tasks 5B.iii, 5B, vi, 6B,C
iv. present work that is consistently organized using a logical Iv. Tasks 7 (well structured report)
structure.
Criterion D: Applying mathematics in real-life contexts
Maximum: 8
At the end of year 1, students should be able to:
i. identify relevant elements of authentic real-life situations
ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. explain the degree of accuracy of a solution
v. describe whether a solution makes sense in the context of the authentic real-life situation.

Achievement Level descriptor (MYP 1) Task specific descriptor

level

0 The student does not reach a standard described by any of the

descriptors below.

1-2 The student is able to: Assessed by:

i. identify some of the elements of the authentic real-life situation
ii. apply mathematical strategies to find a solution to the authentic i. Tasks #1,2,3, 5A
real-life situation, with limited success. ii. Tasks # 2, 3
iii. Tasks #5,6

3-4 The student is able to: Assessed by:

i. identify the relevant elements of the authentic real-life situation
ii. apply mathematical strategies to reach a solution to the authentic i. Tasks #1,2,3, 5A
real-life situation ii. Tasks # 2, 3
iii. state, but not always correctly, whether the solution makes sense in iii. Tasks #5,6
the context of the authentic real-life situation.

5-6 The student is able to: Assessed by:

i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic i. Tasks #1,2,3, 5A
real-life situation ii. Tasks # 2, 3
iii. apply the selected mathematical strategies to reach a valid solution to iii. Tasks #5,6
the authentic real-life situation Iv. Tasks #5B #6
iv. describe the degree of accuracy of the solution V. Tasks #5, 6
v. state correctly whether the solution makes sense in the context of the
authentic real-life situation.

7-8 The student is able to: Assessed by:

i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic i. Tasks #1,2,3, 5A
real-life situation ii. Tasks # 2, 3
iii. apply the selected mathematical strategies to reach a correct solution iii. Tasks #5,6
to the authentic real-life situation Iv. Tasks #5B #6
iv. explain the degree of accuracy of the solution V. Tasks #5, 6
v. describe correctly whether the solution makes sense in the context of
the authentic real-life situation.